ECSS Paris 2023: OP-SH21
Introduction: Physical literacy (PL) emphasizes the holistic development of an individual, including physical, cognitive, affective, and social domains. Yet few studies have empirically tested multi-domain changes of PL within real-world educational settings after intervention, especially for preschoolers. As part of a novel program named Advancing Movement and Physical Literacy Earlier (AMPLE), this study aims to evaluate the effects of an integrated intervention combining Fundamental Movement Skills (FMS) and cognitive challenges on the development of the four domains of PL in young children in Hong Kong. Methods: 165 preschoolers from five Hong Kong kindergartens were assessed across four arms: (1) Combined Group (FMS + cognitive challenges, n=45); (2) Physical Group (FMS only, n=35); (3) Cognitive Group (sedentary + cognitive, n=40); and (4) Control Group (sedentary only, n=45). Assessments covered four PL domains. Physical: cardiorespiratory fitness (CRF), stability skills (SS), locomotor (LM) and object-control (OC) skills. Cognitive: working memory (WM), cognitive flexibility (CF) and inhibitory control (IC). Affective: emotion contagion (EC), prosocial actions (PA), attention to others’ feelings (AOF). Social: social competence (SC); anger–aggression (AA); anxiety–withdrawal (AW). Pre–post changes were analyzed using linear mixed models (LMMs) to test Time × Group interactions, supplemented by paired-samples t-tests for within-group comparisons. Results: Physical domain: The Combined Group showed the broadest gains, with significant improvements in CRF (d=.67), SS (d=.56), and OC (d=.49). LMMs showed significant Time × Group effects (all p≤.009). Cognitive Domain: The Combined Group demonstrated significant gains in IC (d=.32), with a significant Time × Group interaction (p=.040). Social Domain: The Combined group showed the improvements in SC (d=1.20) and reductions in AA (d=.55) and AW (d=1.07). LMMs showed significant Time × Group effects (p=.024). Affective Domain: The Combined Group exhibited the most consistent improvements, with large effect sizes for PA (d=1.10), AOF (d=.74) and overall affective composite scores (d=1.24). LMMs showed significant Time × Group effects (all p≤.003). Conclusion: Our findings demonstrated that an integrated intervention combining FMS with cognitive challenges can produce benefits across all four PL domains in preschoolers. This approach was superior to FMS-only or cognitive-only training, yielding moderate-to-large gains in CRF, stability, and object control, alongside significant improvements in cognitive, social and affective competence. These results provide strong early evidence for curricula that intentionally pair physical and cognitive tasks. Such designs could be an effective strategy for promoting PL within early childhood education settings in Hong Kong.
Read CV Zheng YeECSS Paris 2023: OP-SH21
Introduction Interdisciplinary learning that connects Physical Education and Mathematics offers a meaningful framework for addressing both educational and health-related priorities in early childhood education. Within the STEPAM project, particular attention has been given to exploring how structured interdisciplinary activities and unstructured free play can coexist as complementary pedagogical approaches. Both forms of activity represent key components of early childhood learning, supporting cognitive development, motor competence, and social interaction (McGowan et al., 2024). This focus is especially relevant in the current context of increasing childhood obesity, physical inactivity, and limited opportunities for movement within school settings, where classroom-based learning often dominates the school day. Method A case study was conducted with 20 students (12 boys and 8 girls), aged 9–11 years, in Finnish elementary education. The study employed a cross-disciplinary experimental design in which mathematics problem-solving tasks were integrated into physical education games. These activities were drawn from the PEMATH programme (Ignjatović & Miloradović, 2024), while the free play activity was a modified tagging game (“Two Is a Company, Three Is a Crowd”). Activities combined movement tasks with mathematical problem solving using equations, numbered balls, and cones. The final tagging game aimed to increase aerobic engagement and motivation. Physical activity levels were measured using the Activity Monitoring System based on Movesense technology. Results Results showed significant differences in physical activity levels between interdisciplinary learning activities and free play. Free play was associated with higher mean physical activity levels (M = 273.67) compared to interdisciplinary PEMATH activities (M = 107.69). Statistical analysis confirmed a significant effect of activity context on physical activity levels, F(1, 606) = 67.02, p < .001. Discussion Although unstructured free play produces higher overall physical activity levels, interdisciplinary P.E. and Mathematics activities still contribute meaningfully within structured learning contexts. Combining high-movement free play with interdisciplinary activities may therefore offer a balanced strategy for increasing children’s physical activity while maintaining curricular value. Further research is needed to determine the optimal balance between joyful play and structured educational content. Acknowledgment: The work forms part of a European Union–funded Erasmus Teacher Training in Physical Activities and Embodied Learning through STEAM Education - STEPAM, No.2023-1-RS01-KA220-HED-000166894 References McGowan et al. (2024). Infusing physical activity into early childhood classrooms. Ear. Child. Ed. J, 52, 2021–2038. Ignjatović et al. (2024). Integrating physical education and mathematics – PEMATH program. Internat. J of Phys. Ed., 61(4), 22–37.
Read CV Aleksandar IgnjatovicECSS Paris 2023: OP-SH21